In many schools, teams come together primarily to plan events, build common assessments, or determine curriculum or grade-level planning. But teams often struggle to make teamwork an inquiry-driven process that focuses on problems of practice and student learning. The essential focus of teams should be on building collective responsibility (Hargreaves & O'Connor, 2017). Research shows that teacher teams that make links to teaching practices are more effective when compared to teams with less intense forms of collaboration (Meirink et al., 2010). In 2019, the collaborated with a colleague on a book, "Transforming Teamwork: Cultivating Collaborative Cultures," which focused on this question: What essential conditions have the most leverage for transforming collaborative groups? They drew on seminal work about professional learning communities and team learning (e.g., Hord, 2008). Through their research, they cycled back to three distinct but interrelated high-leverage processes: psychological safety, constructive conflict, and actionable learning. This article examines these processes and provides examples of team learning in action.